000 08560nam a2201249Ia 4500
000 06846ntm a2200241 i 4500
001 55755
003 0
005 20250921113144.0
008 150405n 000 0 eng d
010 _z
_z
_o
_a
_b
015 _22
_a
016 _2
_2
_a
_z
020 _e
_e
_a
_b
_z
_c
_q
_x
022 _y
_y
_l
_a2
024 _2
_2
_d
_c
_a
_q
028 _a
_a
_b
029 _a
_a
_b
032 _a
_a
_b
035 _a
_a
_b
_z
_c
_q
037 _n
_n
_c
_a
_b
040 _e
_erda
_a
_d
_b
_c
041 _e
_e
_a
_b
_g
_h
_r
043 _a
_a
_b
045 _b
_b
_a
050 _a
_a
_d
_b2
_c0
051 _c
_c
_a
_b
055 _a
_a
_b
060 _a
_a
_b
070 _a
_a
_b
072 _2
_2
_d
_a
_x
082 _a
_a
_d
_b2
_c
084 _2
_2
_a
086 _2
_2
_a
090 _a
_a
_m
_b
_q
092 _f
_f
_a
_b
096 _a
_a
_b
097 _a
_a
_b
100 _e
_e
_aQuides, Ligaya G.
_d
_b4
_u
_c0
_q16
110 _e
_e
_a
_d
_b
_n
_c
_k
111 _a
_a
_d
_b
_n
_c
130 _s
_s
_a
_p
_f
_l
_k
210 _a
_a
_b
222 _a
_a
_b
240 _s
_s
_a
_m
_g
_n
_f
_l
_o
_p
_k
245 0 _a
_aAddressing administrative and instructional leadership needs of school principals in school-based management :
_d
_bbasis for a capacity building program /
_n
_cLigaya G. Quides.
_h6
_p
246 _a
_a
_b
_n
_i
_f6
_p
249 _i
_i
_a
250 _6
_6
_a
_b
260 _e
_e
_a
_b
_f
_c
_g
264 _3
_3
_a
_d
_b
_c46
300 _e
_e
_c26 cm.
_avi, 56 pages :
_billustrations
310 _a
_a
_b
321 _a
_a
_b
336 _b
_atext
_2rdacontent
337 _3
_30
_b
_aunmediated
_2rdamedia
338 _3
_30
_b
_avolume
_2rdacarrier
340 _2
_20
_g
_n
344 _2
_2
_a0
_b
347 _2
_2
_a0
362 _a
_a
_b
385 _m
_m
_a2
410 _t
_t
_b
_a
_v
440 _p
_p
_a
_x
_v
490 _a
_a
_x
_v
500 _a
_aThesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2008.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration.;Includes bibliographical references.
_d
_b
_c56
504 _a
_a
_x
505 _a
_a
_b
_t
_g
_r
506 _a
_a5
510 _a
_a
_x
520 _b
_b
_c
_aStatement of the Problem
521 _aThe main or major problem of the study is to find out what administrative and instructional leadership skills that school principals (elementary and secondary) needs to develop in the light of their new roles as organizers, executive, collaborative and instructional leader in the context of SBM. •
525 _aThe similarities and/or differences between the needed skills of elementary and secondary principals and of •
530 _aThe difference in their needs for administrative and leadership are significantly different Methodology Methodology was limited to the normative - description method of research using a research-made questionnaire checklist. Likert type on a four-point scale as its main data gathering instruments This was administered to 103 respondents (71 elementary and 32 secondary school principals) from the Division of City Schools, Manila School Year 2007-2008. To analyze and interpret their respondents to the questionnaire, the weighted mean, equivalent descriptive rating and corresponding rank were computed. Differences in the responses to each question was computed and subjected to a t-test of significant difference. The results of the t-test served as bases of accepting the null hypotheses of the significant difference on the various skills the principals need to develop in response to the demand of change and reform. Salient Findings 1.
533 _eBoth elementary and high principals reported 15 similar and not necessarily different skills that involve formulation of a school vision, organizational climate, enrichment of the curriculum, efficiency and effectiveness of classroom instruction, holding power, physical, human and fiscal management, empowerment and decision-making, collaborative and instructional working relationship etc. 2.
536 _aOnly 3 of these skills need to be developed much in extent namely: receiving donations, gifts, etc., for school purposes, resolving critical and difficult problems and situations, recommending for appointment personnel from the Division list of qualified applicants. 3.
538 _aThe other skills that should be developed very much in extent but differed in priority or preference, are: formulate a common vision and mission of quality education; develop a physical and psychological climate that is conducive to teaching and learning; improve the holding powers of the school; administer the personnel, physical and fiscal resources of the school judiciously and efficiently; and motivate guide and support teachers in the use of innovative materials and teaching techniques. 4.
540 _cBased on the t-test results, the null hypothesis of no significant difference in the administrative and instructional leadership skills that should be development by elementary and secondary school principals is accepted. Conclusion 1.
542 _gThe top priorities among the various skills that principal need to develop involve a common and shared vision to provide direction to their efforts to realize the national goals through quality education 3.
546 _aTo realize their vision, they need skills in improving and/or enriching their school environment, enrich their curriculum that should be goal oriented, administer and manage their school resources (physical, human, and fiscal ), shared leadership through empowerment, decision making, collegial and collaborative working relationship, open channel of communication network, professional growth and development of teachers through staff development, programs and improve the school's holding power. Recommendation
550 _aIn the light of the conclusions drawn from the findings of the study, it is recommended that a capacity building program that is responsive to the administrative and instructional needs of principals in performing their new roles be adapted. The following steps in the process are suggested: •
555 _aRe-assess the status of each elementary and secondary school based on a criteria on the critical areas wherein specific skills should be developed •
580 _aPhysical and fiscal resources o
583 _5Communication and involvement in the enterprise and empowerment for decision-making and collaboration o
588 _aRole, responsibility, authority and accountability of each sector of the educational community (e.g. church, barangay, NGO, parents, youth, etc.) Analysis on the findings of the reassessment can serve as basis of the school's/district's capacity building program which should be developed, approved for implementation by the representative leaders of the educational community. If approved, it is suggested that the program be implemented during the summer (on or after the close of school year) as an institute. •
590 _aAt the close of the institute, outcomes/output of the entire effort to be assessed based on their criteria or expected outcome. •
591 _aIncentives such as recognition and rewards (intrinsic or extrinsic) be awarded t oparticipants, facilitators, demonstrators, etc. The following parts of the capacity program are suggested: •
592 _aSchool's Vision •
598 _aMajor Objective or Mission •
600 _bSpecific Objectives and, Techniques/Strategies, Activities/Programs, Participants Time Frame and Expected Output.
_u
610 _b
_aProfessional.
_b
648 _2
_e
_a
_d
_b
_n
_c
653 _a
_c
_a5
700 _i
_g
_f
710 _b
_a
_b
767 _t
_5
_k
_c
_a
_b
773 _a
_a
_b
780 _x
_b
_v
_t
_c2
_q
_a
_x0
_z
_d
_y
785 _t
_b
_v
_t2
_x
_a
_k0
_p
_z
_d6
_y
787 _x
_a
_d
_n2
_c0
_v
800 _a
_x
_a
_d
_p20
_v
810 _a
_2
_a
830 _x
_x
_a
_d
_b
_z
_y20
_v
942 _a
_x
_a
_y20
_v
_z
999 _c35277
_d35277